Craft Training Techniques

Craft Training Techniques

by Joel Levitt

Problem:

The skills needed to run today's factories and buildings are changing faster than most people can assimilate. Jumps in technology disorient even the most dedicated worker.

The need for training is driven by new people, new equipment, new operating requirements, new operating expectations, competition, modernizing old equipment, new diagnostic techniques, new management strategies, team building or new financial goals.

One world-class auto manufacturer requires 96 hours a year of training for everyone in the organization. To maintain their world-class status, they believe they must continue to invest in their people.

Three types of training are Knowledge, Skill, Attitude. Jobs of different levels require different competence. For example, an assembly line job requires only skill training (what to do, how to do it). An engineering job requires both knowledge and skill. Higher-level jobs, such as maintenance manager, require competence in all three areas. Many types of training address one of these types of learning without regard for the others. Good training must cover all three areas.

Example are questions such as what is the process to heat treat steel to a particular spec or describe the steps to obtain a hot permit in this facility.

The knowledge domain is what they teach in most schools. Testing in this domain is usually easy. Sometimes you will find mechanics who can do something but don't know what they are doing or why they are doing it. They are deficient in the knowledge area.

An example is to demonstrate welding two pieces of steel in an overhead position. Either the person can demonstrate the skill or they can't. Most on-the-job training consists of skill training. In maintenance, we admire skilled mechanics. If you have the proper setup, skill is also easy to test.

An example is to discuss comfort level with a particular technology or the trainee's own work ethic. This is difficult to test. Some employees can conceal their discomfort. You occasionally run into tradespeople who have the skills and knowledge but lack the will or the confidence to do the work.

Steps to develop training

Step 1:

Before we can begin teaching anything, we have to see what is needed. Look at the job to be done. List the knowledge, skills and attitudes needed for the job. Look at the job as it is today, and forecast where it is going in the short term.

The big picture of competence is called the general learning objective (GLO). The concrete and specific skills, knowledge and at-titudes required to do the job are called specific learning objectives, or SLOs. If they are properly designed, a person who masters the SLOs would be successful in the job.

Step 2:

Evaluate the trainee's (or trainee group's) current skills, knowledge and attitudes. One way is to have the direct supervisor make an educated guess. Trainees who have good insight might know where they are weak. Usually, however, you have to do some testing (either observation on the job or more formal written or bench tests). Design the testing to uncover the skills, knowledge and attitudes on your list of requirements from step 1. Make sure the testing uncovers people who do not have the aptitude to learn the new information.

Success on the test should correspond to success on the job. Testing that does not reflect job requirements is invalid.

Antidiscrimination rules and related legislation are clear that tests must not discriminate against any group, disability or condition. For example, if the worker must lift a 100-pound weight in the test, the job must call for heavy lifts where equipment cannot easily be used.

Step 3:

From the voids in skills, knowledge and attitudes of the trainee uncovered in step 2, develop a training lesson plan. The plan should list all types of learning that each person or group needs. The plan recommends possible exercises and resources to provide the learning needed. It also projects the training hours needed for the trainee, recommended calendar time (daily, weekly, etc.) and requirements for any supporting staff. Organizing the training effort.

Your department (if not the whole company) should set train-ing goals for all people. Look at where they are now, where you need to go, and what is missing. Budget at least 1 percent (20 hours) training for each person per year. Firms in rapid change or with a significant deficit of skills need at least 5 percent (100 hours per year) to keep skills current.

If your company doesn't have a training department, you can set one up for your department, area or workgroup. The training director can be a person in the department, and the position can rotate among different people from year to year.

Set up files for each person and each job with the GLOs needed. Create a training schedule, taking into account available time, business cycle (best time of the year to have people off for training) and funds. Be sure to act with the full input of workers and supervisors. Once the program is underway, review each file every 6 months and be sure everyone gets an opportunity for training.

Your people will be the better for the attention and the training.

For more information on this and other articles by Joel Levitt contact:
Springfield Resources, Inc.
902 Oak Lane Avenue
Philadelphia, PA 19126-3336
Phone: 800.242.5656 | Fax: 215.424.4284
Website: www.maintrainer.com
E-Mail: JDLevitt@Worldnet.Att.Net

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